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Helping Students Fix Problems and Avoid Crises
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Helping Students Fix Problems and Avoid Crises
An Easy-to-Use Intervention Resource for Grades 1-4



August 2005 | 200 pages | Corwin
This easy-to-use resource for teachers, counsellors, and school administrators working with children ages 6-9 uses instructional principles to help educators model effective life skills behaviours:

- breaking tasks and challenges into manageable pieces

- modeling solutions

- structuring opportunities for practice

- providing feedback

- and affirming progress.

The book offers units covering topics that include the child who doesn't have friends, who does poorly in sports, who has difficulty learning, who steals, who tells lies, who bullies others. Each unit provides a succinct discussion of the topic for the educator, a 10-minute read-aloud story, strategic thinking questions, optional paper-and-pencil activities, and photocopiable exercises.

The book includes two appendices to guide the teacher through more complex psychological problems and psychological overlay, which may require referral and counselling. This book will be an essential resource for every primary teacher who wants to help guide learners through many of the developmental challenges of childhood.

 
Introduction
Being Attuned

 
Can I Really Do It?

 
How the Program Works

 
Acknowledgments

 
 
About the Author
 
Unit 1: The Child Who Doesn't Have Friends
 
For Educators: Examining the Dynamics and Implications of Social Rejection
Struggling With Seemingly Insoluble Problems

 
The Nuts and Bolts of Self-Esteem

 
Identifying and Expressing Feelings

 
Concept and Application

 
Developing Analytical Thinking Skills

 
Key Objectives for Enhancing Students' Awareness

 
Can Children Be Taught to Be More Empathetic?

 
Examining the Story

 
The Questions That Follow the Story

 
Cause-and-Effect Principles

 
Brainstorming

 
Getting Started

 
 
For Students: The Child Who Doesn't Have Friends
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-Up and Application

 
Additional Concrete Reinforcements

 
 
Unit 2: The Child Who Has Difficulty Learning
 
For Educators: Examining the Emotional Implications of Learning Problems
The Effects of Learning Differences

 
Conduct Commonly Associated With Learning Problems

 
Classroom Scripts

 
Restrictive Assessment Criteria

 
Identifying and Applying Multiple Intelligences

 
Learning Preferences

 
Identifying Preferred Learning Modalities

 
Learning Modality Inventory

 
Interpreting the Survey

 
Using Dominant and Preferred Learning Modalities

 
Examining the Story

 
The Questions That Follow the Story

 
 
For Students: The Child Who Has Difficulty Learning
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-Up and Application

 
Concrete Reinforcements

 
 
Unit 3: The Child Who Steals
 
For Educators: Examining the Dynamics and Implications of Stealing
Common Explanations for Stealing

 
An Alternative to the Traditional Adult Responses to Stealing

 
Examining the Story

 
The Questions That Follow the Story

 
 
For Students: The Child Who Steals
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-Up and Application

 
Concrete Reinforcements

 
 
Unit 4: The Child Who Tells Lies
 
For Educators: Examining the Dynamics and Implications of Lying
Training Children to Be Truthful

 
Expanding the List of Explanations for Lying

 
Traditional Adult Responses to Lying

 
The Role of the Teacher

 
Examining the Story

 
The Questions That Follow the Story

 
 
For Students: The Child Who Tells Lies
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-Up and Application

 
Concrete Reinforcements

 
 
Unit 5: The Child Who Is a Bully
 
For Educators: Examining the Dynamics and Implications of Bullying
Power as a Surrogate Social Acceptance

 
Training Children to Be Kind

 
The Role of the Teacher

 
Examining the Story

 
The Questions That Follow the Story

 
 
For Students: The Child Who Is a Bully
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-Up and Application

 
Concrete Reinforcements

 
 
Unit 6: The Child Who Does Poorly in Sports
 
For Educators: Examining the Implications of Being Poorly Coordinated
The Ethos of Sports

 
The Consequences of Poor Coordination

 
Antidotes for Athletic Insufficiencies

 
Examining the Story

 
The Questions That Follow the Story

 
 
For Students: The Child Who Does Poorly in Sports
The Story

 
Oral Questions

 
Optional Activity: Careful Reading and Analysis of the Story

 
Supplemental Reproducible Exercises

 
Follow-up and Application

 
Concrete Reinforcements

 
 
Appendix 1: Psychological Overlay and Learning Differences
Understanding Psychological Overlay

 
Identifying the Symptoms of Psychological Overlay

 
Behaviors and Attitudes That May Indicate Psychological Overlay

 
 
Appendix 2: Psychological Problems
Red Flag Symptoms of a Possible Psychological Problem

 
Referral and Intervention

 
 
Index

“Provides a sequential method for teaching the skills children need to help themselves. . . I can see where this book will be one that is dog-eared and never just sitting on the shelf.”

Mary Ann Sweet, Counselor
Tomball Elementary School, TX

“This book offers real steps for helping empower kids. The lessons are designed so that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age.”

Beverly Eidmann, Principal
Manzanita Elementary School, CA

“Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student.”

Robert DiGiulio, Author and Educator
Johnson State College, VT

"I appreciate the book's informal tone and the flow of material. It is very readable; free of complicated psychobabble and excessive jargon. Although teachers get classroom management in the education curriculum, the strategies are laced with common sense that often gets passed over in the general education curriculum. (The) writing is clear: stories are useful and appropriate to the content area discussed, table of contents is comprehensive; exercises are helpful."

Kevin Fall
Dept. of Edu and Counseling, Loyola University, New Orleans

"A welcome intervention guide for teachers in the early grades. This book is a valuable tool with ideas that can be implemented within language arts, social studies, or health curriculum."

Professionally Speaking, September 2006
Ontario College of Teachers

Sample Materials & Chapters

Introduction


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